Upper Grades- Lesson Topic: Learn to Write with your Favorite Author (Narrative writing)
Unit Description:
In this unit, students will read a narrative story, have the opportunity to Skype (see above technological tools section) with the author of that story, and then write their own narrative story. For this lesson, it will be up to the teacher to create a list of grade level appropriate books for their students to choose from, and the website http://www.katemessner.com/authors-who-skype-with-classes-book-clubs-for-free/ offers a comprehensive list of authors who Skype for free for upper grade level books. Teachers will allow the students to choose from the list of books which have confirmed authors who are willing to communicate with the students. The books in the list could match a specific type of writing you are having the students work on (i.e. fiction or nonfiction) or could include a range of options. Bilingual students may have the option of reading a book in their native language as well. Skype sessions with the author are usually only about 15-20 minutes so make sure students are prepared with questions before the session begins. This unit will last several months as a whole because students will have to individually read the book and then begin the pre-writing stage before the Skype session with the author.
Objectives:
· Students will individually read a grade appropriate book and participate in group discussions to reinforce comprehension and understanding.
· Students will write a story of their own using the author’s style as a guide.
· Students will have a chance to collaborate with the author of the story they read in order to enhance their own writing skills.
Standards (Common Core State Standards):
USA- Common Core State Standards (June 2010)
Subject: English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
Grade : Grade 3 students:
Content Area: Literature K–5
Strand: Reading
Domain: Key Ideas and Details
Standard: 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Standard: 2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
Domain: Craft and Structure
Standard: 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
Standard: 5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
Standard: 6. Distinguish their own point of view from that of the narrator or those of the characters.
Domain: Integration of Knowledge and Ideas
Standard: 9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
Strand : Writing
Domain : Production and Distribution of Writing
Standard : 4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Standard : 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)
Standard : 6. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
Domain : Range of Writing
Standard : 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Domain : Text Types and Purposes
Standard : 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
c. Use temporal words and phrases to signal event order.
d. Provide a sense of closure
Grade : Grade 4 students:
Content Area: Literature K–5
Strand: Reading
Domain: Key Ideas and Details
Standard: 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Standard: 2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.
Standard: 3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
Domain: Integration of Knowledge and Ideas
Standard: 7. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text
Domain: Range of Reading and Level of Text Complexity
Standard: 10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Strand : Writing
Domain : Text Types and Purposes
Standard : 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situationand introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use dialogue and description to develop experiences and events or show the responses of characters to situations.
c. Use a variety of transitional words and phrases to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
e. Provide a conclusion that follows from the narrated experiences or events.
Domain : Production and Distribution of Writing
Standard : 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Standard : 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on pages 28 and 29.)
Standard : 6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
Domain : Range of Writing
Standard : 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Grade : Grade 5 students:
Content Area: Foundational Skills (K–5)
Strand: Reading
Domain: Phonics and Word Recognition
Standard: 3. Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
Domain: Fluency
Standard: 4. Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Strand : Writing
Domain : Text Types and Purposes
Standard : 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
e. Provide a conclusion that follows from the narrated experiences or events.
Domain : Production and Distribution of Writing
Standard : 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Standard : 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5 on pages 28 and 29.)
Standard : 6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
Domain : Range of Writing
Standard : 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Content Area: Literature K–5
Strand: Reading
Domain: Key Ideas and Details
Standard: 1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Standard: 2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
Standard: 3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
Domain: Integration of Knowledge and Ideas
Standard: 7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
Domain: Range of Reading and Level of Text Complexity
Standard: 10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.
Sample Lesson:
Individual Instruction: As an example of one of the books that upper grade students could choose to read that has an author willing to Skype with students, we will look at the novel The Glass Puzzle (grade levels 4-7) by Christine Brodien-Jones (2013). The teacher will assign chapters for homework and allow time for students to read during class time. If there are several students reading the same book, have them form discussion groups. The Glass Puzzle is made up of 32 chapters, so after about every four chapters, have students who are reading this book form small groups and respond to pre-determined discussion questions. Have students research the author of the book they are reading and see if the author has a website with additional resources. On Christine Brodien-Jones’ website, Brodien-Jones, http://www.cbrodien-jones.com, she provides a discussion guide with questions from various points in the text that can be adapted to fit the needs of your students. In the computer lab, after the students complete the book, students should conduct some research on the author to learn more about her background and develop a couple of questions that they may want to ask during the Skype session. Students should also begin their outline and rough draft of their own narrative stories so they have samples for discussion with the author.
Whole Group Instruction: Once students have completed the book, discussed the chapters in small groups, developed questions for the author, and begun their own narrative stories, the teachers should set up the free Skype session with the author, Christine Brodien-Jones. The teacher should explain to the author that she would like her to discuss the elements of narrative text and the components of good writing with the students. Then, have students have a free question and answer discussion with the author. The teacher can also pre-select students to ask questions that the teacher has pre-reviewed for a more structured discussion. Have the students ask questions that they believe will help them in their own writing like “How did you get the idea for The Glass Puzzle?” and “What do I need to include in my story to make the reader interested in reading it?”. After this Skype session, students should be motivated to work on their own writing. Have students self-edit, peer-edit, and write a final copy. Since there will be more than one author with more than one writing style (depending on how many books the teacher would like to include on their list of optional reads), set up Skype sessions throughout the duration of the writing process so that students can ask questions at different stages in their writing. If the resources are available, sending writing in to be printed in a “book” containing all of their stories can be done fairly cheaply and will instill a sense of profound pride amongst the students.
Modifications for Diverse Learners: The point of this lesson is to motivate students to become more advanced writers by receiving guidance and inspiration from authors that they admire. An important tool for learners to use in this virtual field trip is the author’s accompanying website to the book. Many of the websites include images, videos, guidance in further understanding the book, and other resources that students may find helpful before, during, and after the reading. Another way to ensure that all students are given the opportunity to succeed in this lesson is to set-up discussion groups with students in a wide range of achievement levels. Having a combination of whole group discussions, small groups, pairs, and individual time with the teacher gives the teacher time to assess student progress at a multitude of levels and intervene with extra support when necessary. During the videoconferencing session, some students will be nervous about speaking in front of the class to the author, so make sure that you meet with each student to review which questions they would like to ask and have them record on an index card so that they can refer to it during the session.
During the writing process, make sure that English Language Learners and other students who may additional hardships with writing have the support they need by making sure before they begin to write they have brainstormed and set up an organized outline. Breaking a piece of writing down into simple parts and being able to view writing as a visual process can be beneficial to these types of learners. Reviewing, editing, and revising at multiple stages in the writing process are important points in the process for teacher intervention. Give students writing samples to reference, an outline guide for the essay, and a checklist for elements of writing that they need to include in their essay. Peer editing is also a way for students to help each other in the writing process, but it is important that it is structured in a way that students know what to look for in their peer’s writing.
Assessing the Tool:
1. Was the tool simple to use as a teacher? For the students? Discuss any challenges you faced and how you overcame them.
2. How did the use of this tool increase student global awareness?
3. What could be done differently to maximize the effectiveness of the tool?
Assessing the Lesson:
1. How did this lesson enhance student multicultural understanding?
2. How did this lesson develop collaborative skills amongst the students?
3. How did this lesson allow students to reach an understanding of the overlying concepts and objectives?
Unit Description:
In this unit, students will read a narrative story, have the opportunity to Skype (see above technological tools section) with the author of that story, and then write their own narrative story. For this lesson, it will be up to the teacher to create a list of grade level appropriate books for their students to choose from, and the website http://www.katemessner.com/authors-who-skype-with-classes-book-clubs-for-free/ offers a comprehensive list of authors who Skype for free for upper grade level books. Teachers will allow the students to choose from the list of books which have confirmed authors who are willing to communicate with the students. The books in the list could match a specific type of writing you are having the students work on (i.e. fiction or nonfiction) or could include a range of options. Bilingual students may have the option of reading a book in their native language as well. Skype sessions with the author are usually only about 15-20 minutes so make sure students are prepared with questions before the session begins. This unit will last several months as a whole because students will have to individually read the book and then begin the pre-writing stage before the Skype session with the author.
Objectives:
· Students will individually read a grade appropriate book and participate in group discussions to reinforce comprehension and understanding.
· Students will write a story of their own using the author’s style as a guide.
· Students will have a chance to collaborate with the author of the story they read in order to enhance their own writing skills.
Standards (Common Core State Standards):
USA- Common Core State Standards (June 2010)
Subject: English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
Grade : Grade 3 students:
Content Area: Literature K–5
Strand: Reading
Domain: Key Ideas and Details
Standard: 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Standard: 2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
Domain: Craft and Structure
Standard: 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
Standard: 5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
Standard: 6. Distinguish their own point of view from that of the narrator or those of the characters.
Domain: Integration of Knowledge and Ideas
Standard: 9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
Strand : Writing
Domain : Production and Distribution of Writing
Standard : 4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Standard : 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)
Standard : 6. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
Domain : Range of Writing
Standard : 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Domain : Text Types and Purposes
Standard : 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
c. Use temporal words and phrases to signal event order.
d. Provide a sense of closure
Grade : Grade 4 students:
Content Area: Literature K–5
Strand: Reading
Domain: Key Ideas and Details
Standard: 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Standard: 2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.
Standard: 3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
Domain: Integration of Knowledge and Ideas
Standard: 7. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text
Domain: Range of Reading and Level of Text Complexity
Standard: 10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Strand : Writing
Domain : Text Types and Purposes
Standard : 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situationand introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use dialogue and description to develop experiences and events or show the responses of characters to situations.
c. Use a variety of transitional words and phrases to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
e. Provide a conclusion that follows from the narrated experiences or events.
Domain : Production and Distribution of Writing
Standard : 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Standard : 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on pages 28 and 29.)
Standard : 6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
Domain : Range of Writing
Standard : 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Grade : Grade 5 students:
Content Area: Foundational Skills (K–5)
Strand: Reading
Domain: Phonics and Word Recognition
Standard: 3. Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
Domain: Fluency
Standard: 4. Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Strand : Writing
Domain : Text Types and Purposes
Standard : 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
e. Provide a conclusion that follows from the narrated experiences or events.
Domain : Production and Distribution of Writing
Standard : 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Standard : 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5 on pages 28 and 29.)
Standard : 6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
Domain : Range of Writing
Standard : 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Content Area: Literature K–5
Strand: Reading
Domain: Key Ideas and Details
Standard: 1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Standard: 2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
Standard: 3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
Domain: Integration of Knowledge and Ideas
Standard: 7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
Domain: Range of Reading and Level of Text Complexity
Standard: 10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.
Sample Lesson:
Individual Instruction: As an example of one of the books that upper grade students could choose to read that has an author willing to Skype with students, we will look at the novel The Glass Puzzle (grade levels 4-7) by Christine Brodien-Jones (2013). The teacher will assign chapters for homework and allow time for students to read during class time. If there are several students reading the same book, have them form discussion groups. The Glass Puzzle is made up of 32 chapters, so after about every four chapters, have students who are reading this book form small groups and respond to pre-determined discussion questions. Have students research the author of the book they are reading and see if the author has a website with additional resources. On Christine Brodien-Jones’ website, Brodien-Jones, http://www.cbrodien-jones.com, she provides a discussion guide with questions from various points in the text that can be adapted to fit the needs of your students. In the computer lab, after the students complete the book, students should conduct some research on the author to learn more about her background and develop a couple of questions that they may want to ask during the Skype session. Students should also begin their outline and rough draft of their own narrative stories so they have samples for discussion with the author.
Whole Group Instruction: Once students have completed the book, discussed the chapters in small groups, developed questions for the author, and begun their own narrative stories, the teachers should set up the free Skype session with the author, Christine Brodien-Jones. The teacher should explain to the author that she would like her to discuss the elements of narrative text and the components of good writing with the students. Then, have students have a free question and answer discussion with the author. The teacher can also pre-select students to ask questions that the teacher has pre-reviewed for a more structured discussion. Have the students ask questions that they believe will help them in their own writing like “How did you get the idea for The Glass Puzzle?” and “What do I need to include in my story to make the reader interested in reading it?”. After this Skype session, students should be motivated to work on their own writing. Have students self-edit, peer-edit, and write a final copy. Since there will be more than one author with more than one writing style (depending on how many books the teacher would like to include on their list of optional reads), set up Skype sessions throughout the duration of the writing process so that students can ask questions at different stages in their writing. If the resources are available, sending writing in to be printed in a “book” containing all of their stories can be done fairly cheaply and will instill a sense of profound pride amongst the students.
Modifications for Diverse Learners: The point of this lesson is to motivate students to become more advanced writers by receiving guidance and inspiration from authors that they admire. An important tool for learners to use in this virtual field trip is the author’s accompanying website to the book. Many of the websites include images, videos, guidance in further understanding the book, and other resources that students may find helpful before, during, and after the reading. Another way to ensure that all students are given the opportunity to succeed in this lesson is to set-up discussion groups with students in a wide range of achievement levels. Having a combination of whole group discussions, small groups, pairs, and individual time with the teacher gives the teacher time to assess student progress at a multitude of levels and intervene with extra support when necessary. During the videoconferencing session, some students will be nervous about speaking in front of the class to the author, so make sure that you meet with each student to review which questions they would like to ask and have them record on an index card so that they can refer to it during the session.
During the writing process, make sure that English Language Learners and other students who may additional hardships with writing have the support they need by making sure before they begin to write they have brainstormed and set up an organized outline. Breaking a piece of writing down into simple parts and being able to view writing as a visual process can be beneficial to these types of learners. Reviewing, editing, and revising at multiple stages in the writing process are important points in the process for teacher intervention. Give students writing samples to reference, an outline guide for the essay, and a checklist for elements of writing that they need to include in their essay. Peer editing is also a way for students to help each other in the writing process, but it is important that it is structured in a way that students know what to look for in their peer’s writing.
Assessing the Tool:
1. Was the tool simple to use as a teacher? For the students? Discuss any challenges you faced and how you overcame them.
2. How did the use of this tool increase student global awareness?
3. What could be done differently to maximize the effectiveness of the tool?
Assessing the Lesson:
1. How did this lesson enhance student multicultural understanding?
2. How did this lesson develop collaborative skills amongst the students?
3. How did this lesson allow students to reach an understanding of the overlying concepts and objectives?